Summer Internship at Language Learning Lab

Undergraduate Summer Internship Program

The Language Learning Lab at Boston College (L3@BC), directed by Dr. Joshua Hartshorne, is seeking undergraduate research assistants for Summer 2018. Students who desire more research experience and seek opportunities to contribute to various stages of the scientific process are encouraged to apply here. Application deadlines is February 1, 2018.

Internship details:

  • The program will last 10 weeks (tentatively June 11 – August 17).
  • The position is full-time (up to a 40 hour work week).
  • The lab is located on the main campus of Boston College, which allows full access to the many opportunities in the city of Boston.
  • This is a paid position. Each intern will receive a stipend for the summer ($11/hour).


  • Students should be current undergraduate students with a major in Psychology, Computer Science, or a related field.
  • Preference will be given to applicants with previous research experience and experience with children.

You can find more information about the position here. Please contact the lab manager with any questions.


NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale
Dates: June 4- August 10, 2018
The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham.
REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs.
To be eligible for the Yale REU program, applicants must:
  • be a U.S. citizen or permanent resident
  • be a full-time student
  • have experience or be comfortable working around dogs
  • commit to the full 40 hr/ week 9-week internship, which will include at least some weekends
Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest.
For more information and for our application, visit For any specific questions, feel free to email
CCC@Yale and Social Cognitive Development Lab at Yale

Internship + PhD position Food concepts in preschoolers France

Call for candidate: research internship/ PhD position

(1st semester 2018: January-June / Sept. 2018- Sept. 2021):


The Center for Food and Hospitality Research at Institut Paul Bocuse (IPR) and The Laboratory for Research on Learning and Development (LEAD) invite applicants for a 6 month internship position whose aim is to lay the groundwork for a 36 month PhD position already funded by the European Union (EDULIA Project, H2020-MSCA-ITN-2017, Marie Skłodowska-Curie Innovative Training Networks). This position would thus suit undergraduate students looking for a master project and willing to pursue as a PhD candidate. Indeed, the successful candidate will thus be in a privileged position to apply for the doctoral offer. We offer a competitive salary, an excellent interdisciplinary research network, high quality supervision, and modern laboratory facilities (special assistance for the accommodation in Lyon is also possible).


The Center for Food and Hospitality Research at Institut Paul Bocuse (IPBR) is a non-profit research unit dedicated to the scientific investigation of the various factors (social, economic, cognitive and physiological) that underlie and influence human eating behaviors. The Center stands out for its strong roots in societal and industrial contemporarily challenges. The Food Cognition axis to which the selected candidate will be attached focuses on the study of flavor perception as well as on the development, the structure and the content of food concepts/categories. The knowledge generated is intended to contribute to the resolution of public health problems by designing evidence-based interventions aiming at fostering healthy food acceptance in young children.

The Laboratory for Research on Learning and Development (LEAD) is a cognitive psychology laboratory that studies changes in information processing processes resulting from learning (implicit, didactic and professional) and development. The theoretical originality of the unit is to defend a parsimonious approach to cognition that stands out from the dominant theoretical models. Basic research is complemented by research with direct implications in the health field and, to a lesser extent, education and enterprise.


 Prof. Jean-Pierre Thibaut, Developmental psychology at Université de Bourgogne (Laboratoire CNRS – LEAD – UMR 5022)

 Dr. Jérémie Lafraire, Research Group Leader in Cognitive Science (IPBR), research associate at Institut Jean Nicod (CNRS-EHESS-ENS, Paris, Ulm)


Main missions


Familiarization with i) the literature on the development of concepts in children and

ii) the literature on food neophobia and pickiness

Experimental approach:

To design and conduct a pilot experiment on inductive reasoning (generalization of properties) in the food domain with children from 4 to 6 years of age.

NB: similar/complementary experiments are also planned in parallel in the United States by american undergraduates under the supervision of Dr. Simone Nguyen, Director of the CDL and Professor of Psychology at UNCW, and Dr. Helana Girgis, Visiting Assistant Professor, Dept. Of Psychology. St. Lawrence University. Interactions with US teams are therefore planned during the internship, and subsequent joint papers are likely.


Induction tasks on conflicting triads (Gelman and Markmann, 1986)

Signal Detection Theory applied to Categorization, psychophysical indices (discriminability and bias)

Possibility to pursue as a PhD student

A call for application for a PhD position on a similar topic will be officially opened in May for a start in September 2018. The funding is already secured, this PhD project will be realized within the framework of the Edulia project: BRINGING DOWN BARRIERS TO CHILDREN’S HEALTHY EATING, H2020-MSCA -ITN-2017 (Marie Skłodowska-Curie Innovative Training Networks) under the supervision of J. Lafraire and JP. Thibaut. The recruited undergraduate student for the intership position will thus have the opportunity to pursue the project as a PhD candidate if he / she satisfies the mobility criterion decreed by the EU and described below:

3.3. Eligible Researchers

All researchers recruited in an ITN must be Early-Stage Researchers (ESRs) and undertake transnational mobility (see point 3.4 below). For all recruitments, the eligibility of the researcher will be determined at the date of their first recruitment in the action. The status of the researcher will not evolve over the life-time of the action, even if they are re-recruited at another beneficiary.

3.4 Conditions of Mobility of Researchers

Researchers can be of any nationality. They are required to undertake physical, transnational mobility (i.e. move from one country to another) when taking up their appointment (see mobility rule in Definitions).

Nationality is therefore not a criterion. But the location of the researcher’s residence or main activity during the 3 years prior to their recruitment is determining.

Example: French nationals can be eligible for recruitment at a beneficiary located in France if they have resided or carried out their main activity outside of France for more than 24 months in the 3 years immediately prior to their recruitment.

Deliverables :

Contribution to a scientific publication in english.

Occasional assistance (10% maximum) for the ongoing projects of the IPBR when relevant for the training of the successful candidate.


Intellectual curiosity, taste for both theoretical and empirical contemporary debates in developmental psychology and cognitive science in general, basic skills in statistics, keen to conduct experiments with French preschoolers.


Good oral and written English, some notions in French would be appreciated (but not determining). Indeed, it would make the field work easier (e.g. being able to describe properly the task to the French children, managing the recruitment, etc.).


Paid internship of a duration of six months. Start 3rd January 2018 or 1st of February 2018 depending on the candidate availability.

Salary 650 € gross/month (for the research internship)

To apply please send a cover letter, a CV, and the last marks received to:

Thank you for putting as subject of your email: food cognition internship IPBR LEAD


The student will be based by default at IPBR (Lyon, France) but the LEAD could also serve as the host laboratory if more convenient for the successful candidate


 Rioux, C., Lafraire, J., Picard, D. Rioux, C., Lafraire, J., & Picard, D. (2018). Visual exposure and categorization performance positively influence 3-to 6-year-old children’s willingness to taste unfamiliar vegetables. Appetite, 120, 32-42.

 Rioux, C., Lafraire, J., & Picard, D. (2017). Food rejection and the development of food category-based induction in 2–6 years old children. Journal of Cognitive Psychology, 1-13.

 Rioux, C., Picard, D., Lafraire, J. (2016) Food rejection and the development of food categorization in young children, Cognitive Development, 40, 163-177.

 Rioux, C., Lafraire, J., Picard, D. (2017) Development and validation of a new scale to assess food neophobia and pickiness among 2- to 6-years old French children, European Review of Applied Psychology, 67:2, 67-77.

 Lafraire, J. ; Rioux, C.; Giboreau, A. ; Picard, D. (2016) Food rejections in children: Cognitive and social/environmental factors involved in food neophobia and picky/fussy eating behavior, Appetite 96, 1-11.

 Lafraire, J. ; Rioux, C.; Roque, J.; Giboreau, A. ; Picard, D. (2016) Rapid Categorization of Food and Nonfood Items by 3- to 4-Year-Old Children , Food Quality and Preference49, 87-91.

 Thibaut, J. P., Nguyen, S. P., & Murphy, G. L. (2016). Body and soul: Do children distinguish between foods when generalizing biological and psychological properties?. Early Education and Development, 27(8), 1250-1262.

Special Internship Possibility August 1- October 15

he Center for Educational Improvement is seeking an intern with a background in cognitive psychology. The internship is for  the period of August 1- October 15, for 10-20 hours a week. There is some flexibility with dates.

The Center has been developing a research-based approach to visioning for schools that builds off of our work with mindfulness- heart centered learning and uses Core Learning Teams as developed by Peter Senge. We are preparing a book on our process and the importance of visioning, particularly in reference to mindfulness, school improvement, and 21stCentury Learning. The intern will assist with background research, preparing chapters, and interviewing principals or teachers at 7-8 sites and would be acknowledged according to degree of support and effort. The ideal candidate will be an excellent communicator, have research experience, and have a background in mindfulness, neuroscience, and/or social emotional learning and collaborating with or working in prek-12 schools. The intern will receive mentoring and have an opportunity to develop related blog posts or newsletter articles. The position is non-paid; however, we work with college and universities to support arrangements for internship credit.  The Center for Educational Improvement is a 501(c) 3 non-profit, focused on uplifting schools and creating school climates where children and staff thrive. We disseminate a monthly eNewsletter to a database of over 6,000 subscribers. Check out our website at


Interested candidates should forward a cover letter, resume, and a writing sample of 3-5 pages to

Summer Internship- Center for Educational Improvement

The Center for Educational Improvement is a non-profit organization in VA that conducts research and professional development to improve schools. We are seeking interns for the summer to assist with 6 areas: heart centered learning (mindfulness, compassion and social emotional development), executive functioning, trauma, poverty, reducing text anxiety, and improving school disciplinary policies. We are interested in the relationship between improving children’s executive functions and their well-being and improvement in academic achievement. We also focus on practical application in schools and consider the role of school administrators as well as teachers and ancillary staff.  The internships can be virtual, or if you live in the DC area, we meet weekly. Most interns work 15-20 hours a week for at least 9-12 weeks.  Interns assist with conducting literature reviews, preparing presentations, analyzing data, writing proposals, and writing blog posts and eNewsletter articles. You are given a byline for articles you write, and we post bios on our website. Our monthly eNewsletter is distributed directly to over 6,000 principals and school leaders and through a relationship with the National Association of Elementary School Principals we reach another 22,000 educational leaders. Preferable: Currently enrolled in a graduate program in education or cognitive or developmental psychology.

Please visit our website ( and send your resume, a letter of inquiry, 2-3 references, and a 2-3 page writing sample.

Anticipated start date for summer internship: June 5—however, we are flexible.

University of Pittsburgh: Summer Undergraduate Psychology Research Experience

The Department of Psychology at the University of Pittsburgh is pleased to announce its Summer Undergraduate Psychology Research Experience (SUPRE) Program, supported by a grant from the American Psychological Association. Interested undergraduate students can spend 8 weeks working with a faculty mentor in their laboratory to gain valuable research experience.

Students may choose to work with one of the following faculty mentors:

Julie Fiez (

Jana Iverson (

Melissa Libertus (

Elizabeth Votruba-Drzal ( phd)

Aidan Wright (

The program will run from May 21-July 21, 2017 (though some flexibility in starting and ending dates may be possible). Students will be hired as full-time, paid research assistants in their mentor’s lab during the 8 weeks of the program.

To be eligible for the SUPRE program, students must:

  • be enrolled at a U.S. institution (though they need not be student at the University of

    Pittsburgh or U.S. citizens)

  • have had little to no prior experience working in a psychology research lab
  • have completed at least their freshman year
  • have not yet have obtained a bachelor’s degree

    Students from underrepresented minority groups and first-generation college students are especially encouraged to apply. For more information, please contact the faculty coordinator, Jana Iverson (

    Applications are due no later than April 21, 2017 and should be completed at the following website:

    Applicants will be informed of the decision by May 1, 2017.

Infant Language and Perceptual Learning Lab Summer Internship at UTK

The Infant Language and Perceptual Learning Lab (, under the direction of Dr. Jessica Hay, is currently looking for highly motivated undergraduates and graduating seniors to take part in our summer internship. The goal of this unpaid internship is to provide hands on research experience to students interested in pursuing graduate work in developmental psychology, cognitive science, normal language acquisition, or a related field. This is our second summer internship and first intern pursued graduate school at her top graduate school.

We have recently received an NIH grant: Infant statistical learning: Resilience, longevity, and specificity. Our lab studies the computational mechanisms that support infants’ ability to acquire language. The current body of statistical learning research literature minimally addresses the complex challenges infants face when learning language. In the grant, we aim to explore statistical learning in a noisy, ecologically valid setting. Secondly, we aim to examine infant’s long term memory for newly learned words extracted from continuous speech. Lastly, we will examine how infants represent newly learned words and how this relates to subsequent language learning.

Applicants should have a background in psychology or related fields. The following skills are desirable but not necessary: computer programming, statistical analysis, experience with young children. The student’s responsibilities include: recruiting participants, running studies, collecting data from participants, and contributing to data analysis. Successful applicants will be mentored by a graduate student or the lab manager, and will play an integral role in our ongoing projects. Students will also have the opportunity to interact with other developmental labs, as our lab is part of the Child Development Research Group at UT ( The internship lasts 10 weeks and starts late May/early June.

To apply please send a resume, the contact information of two references, and a cover letter detailing relevant coursework and research experience to our lab manager, Rebecca Bauer ( byApril 14th.

LSA Seeks Applicants for Summer Internship

The LSA is seeking applications for the position of student intern at its national office in Washington, DC for the summer 2017 semester (June – August).

This is a great opportunity to learn more about the field of linguistics, the professional needs of LSA members, and the LSA’s broader agenda to advance the scientific study of language. This internship also provides exposure to the workings of a small non-profit organization based in the nation’s capital. Interns will gain experience with writing, research, database management, social science policy, and a variety of administrative tasks.

The position is open to undergraduate and graduate students enrolled in programs leading to a degree in linguistics or a related field. Funding is available to support one part-time position @ 32 hours per week (stipend = $5000). In order to receive a stipend, applicants must be U.S. citizens or foreign nationals with the appropriate work visa.

Please submit a cover letter, resume, and contact information for three academic/professional references via e-mail, subject line: “LSA Internship Application.” Cover letters and other materials may be addressed to Alyson Reed. The deadline for full consideration is April 17, 2017.

Gopnik Cognitive Development Lab Summer Internship Program 2017

The Gopnik Cognitive Development Lab at UC Berkeley is now accepting applications for their summer research assistant internship. Interns will gain experience working on multiple projects at all stages of the research process.

This is an unpaid internship from approximately June 5 – August 4. Interns will be expected to work 20-30 hours/week.

Research interns will work with graduate students and the lab manager on multiple ongoing research projects. Interns will be responsible for coding data, recruiting and testing child and/or adult participants, and reading and discussing relevant theoretical and empirical papers. There will be weekly reading groups and lab meetings. Research interns should be comfortable working independently and managing their time effectively.

Prior experience working with children or working in a research lab is beneficial but not required.

Please refer to (For Students –> Volunteers) for application instructions. The application deadline is Monday April 17 8:00 AM PST.

Please direct any questions to Sarah de la Vega at

Student Research Summer Program in Miami, Florida

Summer Research Mentoring Program in Developmental Science

This summer, Dr. Elizabeth Simpson and her team will be leading a Summer Research Mentoring Program, funded by the National Science Foundation. Students will be compensated $1,800 to work 20 hours per week over the course of this of this 9-week program.

The Social Cognition Lab studies the development of social behavior in infants, including neonatal imitation and face perception. We use eye tracking to measure infant visual attention and we collect saliva to detect salivary hormones. You can read more about our research here:

Eligibility, Dates, and Location

  • High school seniors and undergraduate students are eligible. No prior research experience is required.
  • The program is from June 1st through August 4th, 2017.
  • The University of Miami is located in a culturally diverse and vibrant community. We are an Affirmative Action/Equal Opportunity University that values diversity and have progressive work-life policies. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply. We are especially interested in research-focused students from groups historically underrepresented in science, including racial/ethnic minorities, women, and students who are the first in their family to attend college.
  • Students are responsible for their own accommodations and transportation.

Students will lead projects, under Dr. Simpson’s guidance. This student mentoring program aims to (a) introduce students to the general scientific method and specific methods of investigating infant social cognitive development; (b) identify student training and career goals; (c) facilitate student support networks, including peer mentoring; and (d) lead students in community science education through outreach and the dissemination of research findings to both the scientific community and the broader public. The research experience includes:

  • 20 hours per week in the laboratory learning to measure social cognitive development in infants.
  • Weekly 1-hour face-to-face research meetings focused on the training and professional development.
  • Participating in a research conference to learn more broadly about developmental science and to network with other leading scientists. The South Florida Child Psychology Collaborative Research Conference is a student-focused conference held in Miami every summer.
  • Designing a summer collaborative outreach project. Students will be encouraged to be creative and develop a project to educate children or families in the community on a topic related to our research.
  • Pairing up with a graduate student to produce a tangible product summarizing research findings. At the end of the program, students will share their results through a paper or presentation.


  • Materials must be received by April 24th, 2017 (midnight EST).
  • Please complete the online application:
  • Email Dr. Simpson ( your cover letter expressing why you are interested in this program and attach your CV or resume.

Learn more about our lab:
Questions can be directed to Dr. Simpson (

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